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Commentary: Working memory training and ADHD – where does its potential lie? Reflections on Chacko et al. (2014)
Author(s) -
Gathercole Susan E.
Publication year - 2014
Publication title -
journal of child psychology and psychiatry
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.652
H-Index - 211
eISSN - 1469-7610
pISSN - 0021-9630
DOI - 10.1111/jcpp.12196
Subject(s) - psychology , working memory , working memory training , cognitive psychology , impulsivity , short term memory , cognitive training , cognition , memory span , developmental psychology , spelling , psychiatry , linguistics , philosophy
Chacko et al.'s investigation of the clinical utility of WM training to alleviate key symptoms of ADHD is timely and substantial, and marks a significant point in cognitive training research. Cogmed Working Memory Training (CWMT) involves intensive practice on multiple memory span tasks that increase in difficulty as performance improves with practice. Relative to a placebo version in which the span level of the memory tasks are kept at a low fixed level, Chacko et al. ([Chacko, A., 2013]) found that CWMT boosted the performance of children with ADHD on short‐term memory (STM) tasks similar to trained activities. Complex WM span measures sharing little overlap with the structure of training activities were not enhanced. Neither did active CWMT ameliorate classic symptoms of ADHD such as parent or teacher ratings of attentional problems, or direct measures of motor impulsivity and sustained attention. Reading, spelling, comprehension or mathematics scores similarly showed no response to training.